Universal Indicator Rainbows

 We used universal indicator, a known acid and a known base to create as many pHs as possible. 

spot plate lab

 Do an experiment with some unknown chemicals.  Write up your experiment in a lab report. Use your knowledge from the Acids and Bases notes to deduce what happened during our little magic trick.  Write up your experiment.  You will include data from  spot plate labs

LAB REPORT

Purpose:  To do some experiments and deduce how the teacher did the magic trick

procedure:  

1.  Observe the magic trick: describe it in great detail in point form

2.  Devise an experiment with the spot plates to determine as much information as you can about the two liquids:  "white wine" and "red wine".  Describe your experiment in point form.

3.  Write your observations.

RESULTS:

DRAW A PICTURE to show your results.  

CONCLUSION

Tell me your best hypothesis on how I might have done that magic trick. Use evidence from your experiment. Conclusion=1 mark.  Evidence=10 marks. 

Introduction to chemistry

    

An analogy for Atoms, Compounds and Formula, drawn by SN This video is the first in the series for beginner Chemistry. In this video, I use the analogy of the atom as units very much like "lego bricks". This analogy was first used by researchers in MIT.

Science Safety Wednesday Jan 28 lesson

 MAKE A POSTER SHOWING   SUMMARY OF ALL THE RULES

and have a look at this standard science safety quiz

1. 

                         WHMIS -  WORKPLACE HAZARDOUS 
                         MATERIALS INFORMATION
                         SYSTEM 

      THESE symbols are on the MSDS sheet for
       all chemicals    Materials safety Data Sheet. 

THESE ARE MY SCIENCE SAFETY RULES:

1. Follow teacher instructions

a.     If you wish to change instructions, check with teacher

b.     If you break anything or get hurt, report it REPORT ACCIDENTS

2.     .No horseplay, fooling around

3.     Keep yourself safe

a.     Hair tied back, no loose clothing, shoes are closed

b.     If chemicals get on skin, use water

c.     Use eyewash if anything gets in eyes

d.     Wear goggles if needed

e.  If you wear contacts, inform the teacher

4.       Keep your area safe

a.     your work area is neat and organized

b.     you have your lab instructions

c.     aware of fire safety and chemical safety

5.     Keep the classroom safe

a.     Carry materials in a safe way

b.     Aware of fire safety procedure

c.     Don’t remove any experiments from the classroom

d.     Don’t do experiments without first checking with teacher.

6.       Hot and cold and chemical safety

a.     never assume the temperature of something.  Take precautions

b.     hot beaker and cold beaker look identical

c.     always point a test tube away from everyone

d.     when smelling a chemical, waft.

You will create safety rules by reading and summarizing the safety procedures in your poster

The rules can be under the following categories:
HIGHEST PRIORITIES:
THESE RULES CAN BE SUMMED UP LIKE THIS
      Talk to the instructor                     

KEEP ORGANIZED AND SAFE
Keep the classroom safe
Keeping your work area safe
Keep safe with your colleagues
Keep yourself safe
KNOW THE SYMBOLS
Know the correct symbols, WHIMIS symbols


COMMUNICATE AND REACT TO AN EMERGENCY
     be familiar with emergency procedures for fire, toxins, spills, and evacuation  


SAFETY ASSIGNMENT: . Make a poster of the safety rules 

Make a safety poster which is 

Exceptionally creative and it stands out  It includes all the WHMIS symbols and all the science SAFETY rules listed above . It is done in colour and ink  22-25/25

Your poster is very creative and artistic and includes all the WHMIS symbols and all the science rules . It is done in pencil  18-21 

all the WHMIS symbols and all the science rules . It is mostly done and needs a bit extra work 10-15

This is a good start and seems like a great draft. It needs more time to complete it. 0-10

Find the average velocity of skytrain

 

<-------->
one section of fence can be used to help
estimate the displacement. 

Today we will walk  outside to measure the average velocity of skytrain.  FInd the length of one section of fence and then multiply that number  to establish an initial position and a final position .  

Take a video of skytrain and, using screenshots, label the di and the df .  Determine the displacement and the elapsed time.   

Calculate  average velocity = displacement/elapsed time 

1.  Draw a picture or cartoon which describes the motion of the train.  Label the fence, the train and the  section of the fence.

2.  Write down your data including the di, the df, the displacement and the elapsed time

3.  Calculate the velocity and show your work.  What is the average velocity in m/s ? 

4.  convert the velocity from metres per second to km per hour 

5. hand in your work on a piece of paper 

Evaluation: /20

18-20. Your data is organized in screenshots and drawings on a paper, a word document or jpeg format.  Your cartoon describes the motion.  Your work is organized and calculations are correct.  Your work is exceptional in communicating your data

14-17. Your data is organized in screenshots and drawings on a word document or jpeg format. Your cartoon describes the motion.  Your work is organized and calculations are correct.  Very well done

10-13. Your data is really good and you make a good start on the assignment.  It needs a little more drawing or picture documentation of the data that you are presenting

0-10. This is a good start but it is not complete 

Introduction to Motion

 Last week, we learned about the definition of the following words.  There is also a worksheet for 

which this is the answer key.   Go over your answers using this answer key.  You will be given credit for completing this worksheet 

Your vocab words are:

vector

motion

distance

displacement

We also took video of longboarding 

Make a one page summary poster of the following videos: 5 points each. 

Read this text summarizing what we are learning now. do these questions
http://www.physicsclassroom.com/class/1DKin/Lesson-1/Distance-and-Displacement

Speed vs Velocity
http://www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity

finally, the meaning of the shape of the position time graph
http://www.physicsclassroom.com/class/1DKin/Lesson-3/The-Meaning-of-Shape-for-a-p-t-Graph

Watch this intro video on Kinematics 

 Now watch an example of the calculations for velocity 

Half life

 Today you will work on the concept of "Half Life"  and you will be given a worksheet.  If you missed the class, then this youtube video explains the same concepts that we went over in class.  The answer key is found here under 7.2